In this study, the effectiveness of a self-management strategy instruction package for students with intellectual disabilities on (a) acquisition and maintenance of self-management skills, and (b) completion of assignments by using these strategies was investigated. Furthermore, the extent to which the strategy usage was generalized to other behaviors as well as social validity features of self-management strategies were also examined. Three students with mild intellectual disabilities participated and multiple probe design with probe conditions across subjects was used in the study. The findings of the study revealed that the self-management instruction package was effective on acquisition and maintenance of self-management skills by students with intellectual disabilities. The usage of self-management strategies facilitated assignment completion of the students as well. Moreover, students maintained the self-management strategies and generalized these strategies across different assignments.
Key words: Self-management, self-management strategies, intellectual disabilities, assignment completion
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